基于计算机多媒体的英语个性化教学
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摘要
经济全球化把世界融合为一个地球村。英语在世界上是研究、阅读和交流最广泛的语言,因为它在地球村中是教育,商业,交流,科学技术和娱乐的主要语言(理查&罗杰,1986; Warschauer,1996)。把英语视为一种权力和机遇的语言的趋势使各种英语语言教学计划在全中国,从最初的小学教育到急速发展的成人英文培训班都在开始实施。从初等教育到高等教育,英语课程经历了十或十二年的历史,目标是训练学生掌握听、说、读、写等方面的基本技能。然而,事实上很多学生他们不同的学习水平和各种需求得不到重视,他们越来越缺乏信心,学习的主动性也不高。因此教育部计划实行英语教学的改革。《大学英语课程教学要求》(以下简称《课程要求》)(2004:16,17)提出“鉴于学生入学水平以及所面临的社会需要等不尽相同,各高等院校应参照《课程要求》”,“制定个性化大学英语教学大纲,指导本院英语教学”,“我国幅员辽阔各地区域以及各高校情况差异较大,大学英语教学应该贯彻分类指导、因材施教的原则,以适应个性化教学的实际需要”。如上所述,有必要实施个性化英语教学。
现代教育技术,特别是多媒体在英语教学中的应用,是非常有影响力的,能丰富课堂教学内容,拓展学生的视野,弥补传统教学方法的不足,合理地化解知识的难度,突出教学的重点,优化课堂教学,有效地调动学生学习的能动性,为教好英语课程提供先进教学手段。对于培养学生的听、说、读、写等能力有着积极的作用。那么基于计算机多媒体的英语个性化教学是怎样以及从哪些方面来体现个性化教学的呢?
本文主要从两大方面来进行探讨:在合理利用计算机多媒体基础之上,教师的个性化的教和学生的个性化的学。教师的个性化的教主要是通过因材施教,注重教师风格与课件风格一致,避免完全课件展课,重视与其它媒体的结合以及合理利用多媒体教师子系统对学生发布任务和搜集反馈,任务管理系统中的素材模块和多媒体支撑系统等方面来实现的。学生的个性化的学主要通过以下实现:在多媒体自主学习系统下,学生能根据自身情况选择学生子系统中的必选模块和任选模块,以及使用多媒体支撑系统和自主选择测试模块;从中学生的焦虑降低,学习的动机、兴趣提高,自信心也增强。
Economic globalization has integrated the world into a global village. English is the world’s most widely studied, read and spoken foreign language, as it has been the dominant language of education, commerce, communication, science, technology and entertainment in the global village (Richards & Rodgers, 1986; Warschauer, 1996). The trend of considering English as a language of power and opportunity has started English language teaching (ELT) programs of all kinds all over China, from the very beginning of elementary school education to the booming English training courses for adults. From elementary to higher education, English course spans all the ten or twelve years, targeting to train students in their mastery of basic skills in listening, speaking, reading and writing. However, the fact is that at present a number of students are trained under the conventional English teaching classroom model, which does not concern the students’different English levels or their various needs. Then their confidence becomes less and less and the initiative is not enough. Thus the Ministry of Education (MOE) proposes to carry out the reformation of English teaching. And the College English Curriculum Requirements (Requirements hereafter) (2004:16,17) states that“because students’level of English upon entering college and the social needs they face, colleges and universities should formulate in accordance with the Requirements…, and individualized college English syllabus to guide their own college English teaching”,“as China is a large country with conditions varying from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of the individualized teaching”. From the above mentioned, it is particularly necessary to carry out individualized English teaching and learning.
Among the modern technologies, the application of multimedia to English teaching is a very influential one, which is individualized and differs from the conventional medium. It can enrich the content of English teaching classroom, broaden the students’horizon, offset the disadvantages of the conventional English teaching, optimize the classroom of English teaching, effectively advance students’learning initiative and it has a positive impact on training students’abilities of listening, speaking, reading and writing, etc.. What’s more, it provides the advanced teaching means for individualized English teaching and learning in particular. Then how or in which aspect is the English teaching and learning based on multimedia present individualized teaching?
This paper mainly discusses it from two aspects: teachers’individualized English teaching and students’individualized English learning based on the appropriate use of multimedia. Teachers’individualized English teaching is presented mainly through teaching students in accordance with their aptitude, paying attention to the style of courseware in accordance with that of teachers’, avoiding turning English class into the class of courseware presentation, paying attention to combination of multifarious medium and through the subsystem for teachers issuing tasks and collecting feedbacks, by multimedia supporting system as well as task managing system. Students’individualized English learning is presented mainly through the following aspects: under the multimedia-based autonomous learning system, students can use subsystem for students to select the required content module, the elective content module and the testing module according to their own conditions as well as multimedia supporting system; students in the above learning process thus lower their anxiety, advance their learning motivation and interest and resume their self-confidence.
现代教育技术,特别是多媒体在英语教学中的应用,是非常有影响力的,能丰富课堂教学内容,拓展学生的视野,弥补传统教学方法的不足,合理地化解知识的难度,突出教学的重点,优化课堂教学,有效地调动学生学习的能动性,为教好英语课程提供先进教学手段。对于培养学生的听、说、读、写等能力有着积极的作用。那么基于计算机多媒体的英语个性化教学是怎样以及从哪些方面来体现个性化教学的呢?
本文主要从两大方面来进行探讨:在合理利用计算机多媒体基础之上,教师的个性化的教和学生的个性化的学。教师的个性化的教主要是通过因材施教,注重教师风格与课件风格一致,避免完全课件展课,重视与其它媒体的结合以及合理利用多媒体教师子系统对学生发布任务和搜集反馈,任务管理系统中的素材模块和多媒体支撑系统等方面来实现的。学生的个性化的学主要通过以下实现:在多媒体自主学习系统下,学生能根据自身情况选择学生子系统中的必选模块和任选模块,以及使用多媒体支撑系统和自主选择测试模块;从中学生的焦虑降低,学习的动机、兴趣提高,自信心也增强。
Economic globalization has integrated the world into a global village. English is the world’s most widely studied, read and spoken foreign language, as it has been the dominant language of education, commerce, communication, science, technology and entertainment in the global village (Richards & Rodgers, 1986; Warschauer, 1996). The trend of considering English as a language of power and opportunity has started English language teaching (ELT) programs of all kinds all over China, from the very beginning of elementary school education to the booming English training courses for adults. From elementary to higher education, English course spans all the ten or twelve years, targeting to train students in their mastery of basic skills in listening, speaking, reading and writing. However, the fact is that at present a number of students are trained under the conventional English teaching classroom model, which does not concern the students’different English levels or their various needs. Then their confidence becomes less and less and the initiative is not enough. Thus the Ministry of Education (MOE) proposes to carry out the reformation of English teaching. And the College English Curriculum Requirements (Requirements hereafter) (2004:16,17) states that“because students’level of English upon entering college and the social needs they face, colleges and universities should formulate in accordance with the Requirements…, and individualized college English syllabus to guide their own college English teaching”,“as China is a large country with conditions varying from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of the individualized teaching”. From the above mentioned, it is particularly necessary to carry out individualized English teaching and learning.
Among the modern technologies, the application of multimedia to English teaching is a very influential one, which is individualized and differs from the conventional medium. It can enrich the content of English teaching classroom, broaden the students’horizon, offset the disadvantages of the conventional English teaching, optimize the classroom of English teaching, effectively advance students’learning initiative and it has a positive impact on training students’abilities of listening, speaking, reading and writing, etc.. What’s more, it provides the advanced teaching means for individualized English teaching and learning in particular. Then how or in which aspect is the English teaching and learning based on multimedia present individualized teaching?
This paper mainly discusses it from two aspects: teachers’individualized English teaching and students’individualized English learning based on the appropriate use of multimedia. Teachers’individualized English teaching is presented mainly through teaching students in accordance with their aptitude, paying attention to the style of courseware in accordance with that of teachers’, avoiding turning English class into the class of courseware presentation, paying attention to combination of multifarious medium and through the subsystem for teachers issuing tasks and collecting feedbacks, by multimedia supporting system as well as task managing system. Students’individualized English learning is presented mainly through the following aspects: under the multimedia-based autonomous learning system, students can use subsystem for students to select the required content module, the elective content module and the testing module according to their own conditions as well as multimedia supporting system; students in the above learning process thus lower their anxiety, advance their learning motivation and interest and resume their self-confidence.
引文
Alan, J. 1992, Individualized Teaching, in Oxford Review of Education. (18).59
Brett, P. 1997, Do-it-yourself multimedia. Recall Journal. (1). 34-42
Brown, H.D. 1994, Principles of Language Learning and Teaching. New Jersey: Prentice Hall, Inc..
Carol Marshall, 1990, The Power of the Learning Style Philosophy. Educational Leadersship. (9).19-29
Clément, R. 1986, Second Language Proficiency and Acculturation: An Investigation of the Effects of Language Status and Individual Characteristics. Journal of Language and social Psychology.
D?rnyei, Z. 1990, Conceptualizing motivation in foreign-language learning. Language learning, 40, 45-78.
Dornyei, Z. 2001, Teaching and Researching Motivation. Harlow, England: Pearson Education.
Dulay, H. and M.Burt, 1977, ‘Remarks on Creativity in language acquisition’ in M. Burt, H. Dulay
and M. Finocchiaro (eds.). Viewpoints on English as a second language. New York: Regents. Egbert, J. L. & Jessup, L. M. 1996, Analytic and Systemic Analyses of Computer-Supported language Learning Environments. TESL-EJ 2(2), http://www-writing.berkeley.edu/TESL-EJ/ej06/a1.html. Ellis, R. 1994, Understanding Second Language Acquisition. Oxford University Press.
Fosnot, C. T. (Ed.) 1996, Constructivism: Theory, Perspectives, and Practice. New York: Teacher’s College Press.
Gardner, Howard. , 1983, Frames of Mind: The Theory of Multiple Intelligences. New York: Basic.
Healey, D. & Johnson, N. 1995, A brief introduction to CALL. In D. Healey & N. Johnson (Eds.), TESOL ALL interest section software list. Alexandria, VA: TESOL Publications.
Jane Arnold. 1999, Affect in Language Learning. Cambridge: Cambridge University Press.
Jonassen, D. 1994, Thinking technology. Educational Technology, 34(4).34-37.
Ken Beatty. 2003, Teaching and Researching Computer-assisted Language Learning. Pearson Education Limited.
Krashen, S. 1981, Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Krashen, S. 1982, Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Krashen, S. 1985, Language Acquisition and Language Education. Alemany Press.
Levy, M. 1997, Computer-Assisted Language Learning: Context and Conceptualization. Clarendon paper backs.
Marlowe, B. A. & Page, M. L. 1998, Creating and Sustaining the Constructivist Classroom. Thousand Oaks. California: Corwin Press, Inc.
Muehleisen, Victoria, 1997, Projects Using the Internet In College English Class. The Internet TESL Journal, pp32-24, http://iteslj.org/Lessons/Muehleisen-Projects.html
Peyton and Crandall, 1995, The Internet: Making it Work in the ESL Classroom, http://iteslj.org/Articles/Fox-Internet.html.
Reid, J.M. 1995, Learning Styles in the ESL/EFL Classroom. Beijing: Foreign Language teaching and Research Press, http://lookingahead.heinle.com/filing/l-styles.htm.
Richards, J.C. & T.S. Rodgers. 1986, Approaches and Methods in language teaching. Cambridge: Cambridge University Press.
Richards, J.C. 1992, Longman Dictionary of Language Teaching & Applied Linguistics. Longman Group UK Limited.
Singhal & Meena, 1997, The Internet and Foreign Language Education: Benefits and Challenges. The Internet TESL Journal, http://www.aitech.ac.jphiteslj/articles/singhal-trokolosh.Internet.html
Steffe, L. & Gale, J. (Eds.). 1995, Constructivism in Education. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Taylor, M. B. & Perez, L. M. 1989, Something to do on Monday. La Jolla, CA: Athelstan.
Taylor, R.1980, The computer in the school: Tutor, tool, tutee. New York Teachers College Press.
Trokeloshvili, David A. Jost, Neal H. 1997, The Internet and Foreign Language Instruction: Practice and Discussion. The Internet TESL Journal, http://iteslj.org/Articles/Trokeloshvili-Internet.html.
Underwood, J. 1984. Linguistics, computers, and the language teacher: a communicative approach. Rowley, MA: Newbury House.
Warschauer, M. 1996, Comparing face-to-face and electronic communication in the second language classroom. CALICO.
Warschauer, M. 1996, Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching. Tokyo: Logos International.
Warschauer, Mark & Whittaker, P. 1997, The Internet for English Teaching: Guidelines for Teachers. TESL Reporter (1). 27-33
成文辉,2003,多媒体英语教学应把握好的几个问题,《中小学信息技术教育》,(5):32-33.
邓志伟,2002,《个性化教学论》,上海教育出版社.
傅金根,2005,新课程改革召唤双主体互动,《教学与管理》(3):33-34.
何克抗,1997,建构主义革新传统未完的理论基础,《电化教育研究,(3,4):3-5,25-27.
何卫,2006,双主体教学对培养学生历史思维能力的作用,《教学研究》(6):88.
胡壮麟,2002,《语言学高级教程》,北京大学出版社.
胡壮麟,2004,大学英语教学的个性化、协作化、模块化和超文本化---谈,《教学要求》的基本理念,《外语教学与研究》,(9):345-350.
霍力岩,2003,《多元智力理论与多元智力课程研究》,教育科学出版社.
姜美玲,2003,从多元智能到因材施教,《中国教育报》,12 月 18 号 (第八版).
教育部高等教育司,2004,《大学英语课程教学要求(试行) 》,外语教学与研究出版.
靳玉乐,2003,《新课程改革的理论与创新》,人民教育出版社.
康 珉,2003,英语个性化教学探讨,《山西煤炭管理干部学院学报》,(3):53-54.
李克东,1999,知识经济与现代教育技术的发展,《电教理论探讨》,(1):11-16.
李如密,2001,个性化教学的内涵及其特征,《教育理论与实践》,(9):37-40.
联合国教科文组织国际教育发展委员会,1996,《学会生存》,华东师范大学比较教育研究所
译,教育科学出版社.
刘青,2004,以学习者为中心的个性化教学模式--交际法英语教学再探,《贵州师范大学学报》, (6):107-110.
刘延秀,姚孝军,2004,学习主体的个性化需求与研究生的英语教学改革,《外语界》,(4):53-59.
吕红梅,2006,谈思想道德修养课程双主体互动教学模式的构建,《德育与职业》(3):49-50.
罗明江,2003,运用计算机进行个性化英语教学,《齐齐哈尔大学学报》,(11): 104-106.
沈文娟,2005,“双主体---探究型”教学模式的实践与思考,《天津电大学报》(2):30-31,34.
唐敏,2003,职业学术计算机辅助英语学习情况的调查研究,《 教育信息化》,(12).
王慧莉,2004,自主学习理论与网络环境实现研究,《大连理工大学学位论文》.
王秀梅,高庆殿,2004,谈高职公共英语课多目标个性化分层教学模式,《广东交通职业技术学院学报》,(9):104-106.
魏立言,1998,双主体参与的教学规律---关于教学中主体参与的理论思考之二,《河南教育》(2):4-6.
谢竞贤,2004,浅析大学英语教学中的个性化原则,《无锡教育学院学报》,(12):64-70.
徐厚安,2004,张扬个性 复归本源——关于语文教学个性化的思考,《中学语文教学》,(3):12-13.
Brett, P. 1997, Do-it-yourself multimedia. Recall Journal. (1). 34-42
Brown, H.D. 1994, Principles of Language Learning and Teaching. New Jersey: Prentice Hall, Inc..
Carol Marshall, 1990, The Power of the Learning Style Philosophy. Educational Leadersship. (9).19-29
Clément, R. 1986, Second Language Proficiency and Acculturation: An Investigation of the Effects of Language Status and Individual Characteristics. Journal of Language and social Psychology.
D?rnyei, Z. 1990, Conceptualizing motivation in foreign-language learning. Language learning, 40, 45-78.
Dornyei, Z. 2001, Teaching and Researching Motivation. Harlow, England: Pearson Education.
Dulay, H. and M.Burt, 1977, ‘Remarks on Creativity in language acquisition’ in M. Burt, H. Dulay
and M. Finocchiaro (eds.). Viewpoints on English as a second language. New York: Regents. Egbert, J. L. & Jessup, L. M. 1996, Analytic and Systemic Analyses of Computer-Supported language Learning Environments. TESL-EJ 2(2), http://www-writing.berkeley.edu/TESL-EJ/ej06/a1.html. Ellis, R. 1994, Understanding Second Language Acquisition. Oxford University Press.
Fosnot, C. T. (Ed.) 1996, Constructivism: Theory, Perspectives, and Practice. New York: Teacher’s College Press.
Gardner, Howard. , 1983, Frames of Mind: The Theory of Multiple Intelligences. New York: Basic.
Healey, D. & Johnson, N. 1995, A brief introduction to CALL. In D. Healey & N. Johnson (Eds.), TESOL ALL interest section software list. Alexandria, VA: TESOL Publications.
Jane Arnold. 1999, Affect in Language Learning. Cambridge: Cambridge University Press.
Jonassen, D. 1994, Thinking technology. Educational Technology, 34(4).34-37.
Ken Beatty. 2003, Teaching and Researching Computer-assisted Language Learning. Pearson Education Limited.
Krashen, S. 1981, Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Krashen, S. 1982, Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Krashen, S. 1985, Language Acquisition and Language Education. Alemany Press.
Levy, M. 1997, Computer-Assisted Language Learning: Context and Conceptualization. Clarendon paper backs.
Marlowe, B. A. & Page, M. L. 1998, Creating and Sustaining the Constructivist Classroom. Thousand Oaks. California: Corwin Press, Inc.
Muehleisen, Victoria, 1997, Projects Using the Internet In College English Class. The Internet TESL Journal, pp32-24, http://iteslj.org/Lessons/Muehleisen-Projects.html
Peyton and Crandall, 1995, The Internet: Making it Work in the ESL Classroom, http://iteslj.org/Articles/Fox-Internet.html.
Reid, J.M. 1995, Learning Styles in the ESL/EFL Classroom. Beijing: Foreign Language teaching and Research Press, http://lookingahead.heinle.com/filing/l-styles.htm.
Richards, J.C. & T.S. Rodgers. 1986, Approaches and Methods in language teaching. Cambridge: Cambridge University Press.
Richards, J.C. 1992, Longman Dictionary of Language Teaching & Applied Linguistics. Longman Group UK Limited.
Singhal & Meena, 1997, The Internet and Foreign Language Education: Benefits and Challenges. The Internet TESL Journal, http://www.aitech.ac.jphiteslj/articles/singhal-trokolosh.Internet.html
Steffe, L. & Gale, J. (Eds.). 1995, Constructivism in Education. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Taylor, M. B. & Perez, L. M. 1989, Something to do on Monday. La Jolla, CA: Athelstan.
Taylor, R.1980, The computer in the school: Tutor, tool, tutee. New York Teachers College Press.
Trokeloshvili, David A. Jost, Neal H. 1997, The Internet and Foreign Language Instruction: Practice and Discussion. The Internet TESL Journal, http://iteslj.org/Articles/Trokeloshvili-Internet.html.
Underwood, J. 1984. Linguistics, computers, and the language teacher: a communicative approach. Rowley, MA: Newbury House.
Warschauer, M. 1996, Comparing face-to-face and electronic communication in the second language classroom. CALICO.
Warschauer, M. 1996, Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching. Tokyo: Logos International.
Warschauer, Mark & Whittaker, P. 1997, The Internet for English Teaching: Guidelines for Teachers. TESL Reporter (1). 27-33
成文辉,2003,多媒体英语教学应把握好的几个问题,《中小学信息技术教育》,(5):32-33.
邓志伟,2002,《个性化教学论》,上海教育出版社.
傅金根,2005,新课程改革召唤双主体互动,《教学与管理》(3):33-34.
何克抗,1997,建构主义革新传统未完的理论基础,《电化教育研究,(3,4):3-5,25-27.
何卫,2006,双主体教学对培养学生历史思维能力的作用,《教学研究》(6):88.
胡壮麟,2002,《语言学高级教程》,北京大学出版社.
胡壮麟,2004,大学英语教学的个性化、协作化、模块化和超文本化---谈,《教学要求》的基本理念,《外语教学与研究》,(9):345-350.
霍力岩,2003,《多元智力理论与多元智力课程研究》,教育科学出版社.
姜美玲,2003,从多元智能到因材施教,《中国教育报》,12 月 18 号 (第八版).
教育部高等教育司,2004,《大学英语课程教学要求(试行) 》,外语教学与研究出版.
靳玉乐,2003,《新课程改革的理论与创新》,人民教育出版社.
康 珉,2003,英语个性化教学探讨,《山西煤炭管理干部学院学报》,(3):53-54.
李克东,1999,知识经济与现代教育技术的发展,《电教理论探讨》,(1):11-16.
李如密,2001,个性化教学的内涵及其特征,《教育理论与实践》,(9):37-40.
联合国教科文组织国际教育发展委员会,1996,《学会生存》,华东师范大学比较教育研究所
译,教育科学出版社.
刘青,2004,以学习者为中心的个性化教学模式--交际法英语教学再探,《贵州师范大学学报》, (6):107-110.
刘延秀,姚孝军,2004,学习主体的个性化需求与研究生的英语教学改革,《外语界》,(4):53-59.
吕红梅,2006,谈思想道德修养课程双主体互动教学模式的构建,《德育与职业》(3):49-50.
罗明江,2003,运用计算机进行个性化英语教学,《齐齐哈尔大学学报》,(11): 104-106.
沈文娟,2005,“双主体---探究型”教学模式的实践与思考,《天津电大学报》(2):30-31,34.
唐敏,2003,职业学术计算机辅助英语学习情况的调查研究,《 教育信息化》,(12).
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